A Checklist for Class Teachers who teach children with
Autism Spectrum Disorders
Physical Environment
/ Yes / No / N/ADoes the student need to sit at a specific place in the room or same desk at each lesson?
Does the student need to sit at a desk on their own?
Does the student cope better when sitting at the back/front of the room?
Is the student able to concentrate if there is a lot of noise?
Does the student cover their ears when certain sounds or noises are heard?
Does the student copy from the board accurately or easily?
Does the student need to have everything in neat piles on the desk?
Is the student disorganised with their belongings?
Does the student tap or bang things?
Does the student stare out the windows?
Is the student aware of flickering lights,/ fan oscillating?
Does the student get upset when their personal space is invaded?
Do I have to change lighting (light on desk, back to window)?
Is the student unaware of environmental and stranger dangers eg. traffic
Do I follow a predictable routine?
Physical – Fine and Gross Motor
/ Yes / No / N/ADoes the student have unusual physical mannerisms?
Do they walk with an unusual gait?
Does the student keep up with copying information?
Is the student’s handwriting messy and hard to read?
Does the student use adaptive technology?
Is the student clumsy?
Does the
Communication
/ Yes / No / N/ADo I have to say the student’s name when repeating instructions?
Will receptive language problems make a difference in comprehension of the concept?
Does the student have the vocabulary that they need to understand the concepts?
Does the student follow all the instructions that are given?
Does the student take things literally?
How do I know that the student understands what is being said?
Do I have to give the instructions more slowly and only one at a time?
Does the student understand the vocabulary that I am using?
What multi – sensory examples could I use? Do I speak clearly, loudly or quietly depending on the effectiveness for the student?
Can I adapt the way instruction isdelivered to the learner.
Do I give the student time to process the information?
Have you given the student time to think of the answer to your question?
Does the student understand how others think and feel?
Does the student talk inappropriately at times?
Does the student interrupt?
Does the student talk over you and others or at you without needing a response?
Do they only talk on specific subjects?
Do they speak in an unusual voice (pitch, accent)?
Does the student understand group questions?
Do they constantly ask questions?
Does the student exhibit unusual eye-contact or none at all?
Does the student have intense interest in one or more topics?
Do I need to explain words that have double meanings?
Am I using visual supports to assist the student in communication?
Do I change what I say if the student doesn’t understand the first time/
Have I provided opportunities for the student to make choices and to have some control about how information will be expressed or presented?
What is the child trying to communicate or achieve with their behaviour?
Do I have to continue to use visual supports when the student has mastered a topic or situation?
Can the student generalise from one situation to the next?
Have You Considered These…?
Have You Considered These…?
Curriculum Adjustment
/ Yes / No / N/ACan I adapt the number of items thatthe learner is expected to learn or complete?
Can I adapt the time allotted and allowed for learning, task completion, or testing?
Can I increase the amount of personal assistance with a specific learner?.
Can I adapt the skill level, problemtype, or the rules on how the learner may approach the work?
Can I adapt the outcome expectations while using the same materials?
Do I have to say the student’s name when repeating instructions?
Is the material new or reviewed?
What prior knowledge does the student have?
How interesting is it? Can I make it interesting?
How many new concepts are to be introduced?
How complex are the concepts?
When is it appropriate ti use a TAS?
Does the student have reading difficulties that will impact on their ability to function independently?
Does the student need to be seated away from noises (eg. Lights, street, hall, computers)?
Have I considered sensory needs: vision, hearing, touch and smell?
Do I need to give a structured overview at the beginning of the lesson?
How can I break information into small steps and monitor comprehension?
Are there a variety of activities in the lesson to assist with concentration?
Do I need to use concrete materials and visual supports?
Do you need to write on the board the steps of the lesson format?
Does the student need visual representation of the content of the lesson?
Does the student generalise their knowledge?
Is there another way to assess the student to meet the outcomes?
Do I have to give a hard copy of the lesson notes?
Can I limit the amount of work the student has to do?
How can I break the lesson into manageable sections for the student?
Does the student need to have the tasks sequenced?
Can the student solve problems without visual support or sequencing?
Does the student have a problem with imagination and predictions?
Do they need time to decode information?
Have You Considered These…?
Behaviour / Yes / No / N/ADoes the student like to play with things when listening?
Is the student stressed when they have been put on the spot?
Does the student rock, become agitated or aggressive when stressed?
Have I given the student time to unwind when I see they are agitated?
Does the student need to leave the room for time out?
Do I have time out area in the classroom, the school or a specific person for them to go to?
Does the student work well in a group or pairs?
What is it that stresses the student?
Does the student have obsessions?
How do the obsessions impact on the classroom?
Do I need to remove distractions?
Does the student monitor other’s behaviour and tell them what to do?
Do I need to have an individual reward system for the student?
Do I know the signs of stress the student is exhibiting?
Do I know how to respond when the student is stressed?
Have I identified when and why the behaviour is happening?
Have I prepared the student for changes whenever possible?
Does the student have a safe place to go when in overload or meltdown?
Social / Yes / No / N/A
Does the student have friendships in the class / school?
Do I need to assist in helping the student develop partnerships in class / school?
Does the student dislike being held, touched or personal space being invaded?
Is the student aware of their social problems but don’t know how to overcome them?
Does the student want friends but is unsure how to develop or maintain them?
Does the student rote learn social skills without adaptability?
Does the student have poor conversational skills?
Does the student misinterpret other people’s body language?
Does the student exhibit little or learnt facial expressions except for strong emotions (anger)?
Does the student indulge in lengthy monologues?
Is the student socially isolated but not worried about it?
Does the student find the vast open space of the playground confusing or daunting.
Does the student understand the rules of play?
Do I need to explicitly teach the student appropriate skills for a particular lesson I am giving?
Can I team the student up with a peer?
Have You Considered These…?
Designed by Megan Waugh, Assistant Principal Autism Outreach
Illawarra and South East Region